I'm moving from teaching 7th grade LA to 8th this fall (I just found out).
I had some great beginning of the year activities for 7th grade, but I don't want to use them for 8th because I'll have some of my students again. Does anyone have a good opening activity that you use? Thanks.
On 7/31/12, Sara wrote: > > I like to begin the year with a 'Two Word Sentence Contest'. > Write an interesting or even intruiging two word sentence. It > gives me the opportunity to say - again - a sentence has a > subject and predicate and a subject and predicate are the > foundation of writing. > > We sometimes do funniest two word sentence, mysterious two word > sentence... "It exploded" won one year. The kids vote anonymously > and I tally the votes. > > Then we move to to Three Word Sentence contests and I can stress > adjectives as more building blocks of writing. > > Then for those who can which isn't all of them it's a Longest > Sentence Contest. Who can write the longest sentence that makes > sense? It gives me the opportunity to read William Faulkner's > sentence in Absalom, Absalom generally regarded to be the longest > sentence ever written in the English language. > > We call the prize for the Longest Sentence Contest "The William > Faulkner Memorial Award."
If you google it, it will tell you on what page that sentence is in Absalom, Absalom. I could not find the actual sentence on the web. It's 1,287 words long. It's rather a stream of consciousness sentence - it comes from a dream or a dream sequence.
But Faulkner was known for long sentences - I never write 'run-on sentence' on any student's paper. Faulkner's run-on sentences made him a great writer. > > On 7/31/12, Sara wrote: >> >> I like to begin the year with a 'Two Word Sentence Contest'. >> Write an interesting or even intruiging two word sentence. It >> gives me the opportunity to say - again - a sentence has a >> subject and predicate and a subject and predicate are the >> foundation of writing. >> >> We sometimes do funniest two word sentence, mysterious two word >> sentence... "It exploded" won one year. The kids vote anonymously >> and I tally the votes. >> >> Then we move to to Three Word Sentence contests and I can stress >> adjectives as more building blocks of writing. >> >> Then for those who can which isn't all of them it's a Longest >> Sentence Contest. Who can write the longest sentence that makes >> sense? It gives me the opportunity to read William Faulkner's >> sentence in Absalom, Absalom generally regarded to be the longest >> sentence ever written in the English language. >> >> We call the prize for the Longest Sentence Contest "The William >> Faulkner Memorial Award."
Our approach to spelling in Middle School has been to have kids memorize the spelling of words that have been randomly chosen... not words that are of frequent use or words that would teach a spelling pattern- just random words.
By Middle School it's clear to me that some kids have a spelling glitch - it's hard-wired in them. Phoenetic instruction in spelling which is what we do here K-5 does not work for them.
Those kids struggle and having them memorize the spelling of random words does not teach them to spell or help them in any way with their writing. I emphasize 'guess and go' and Spellcheck. The only word I have them memorize the spelling of 'separate' as I think it's the most commonly misspelled word in the English language.
I'd be fine with organized spelling in Middle School except that here by Middle School many kids have become acceptable spellers and those that haven't have a problem that doesn't resolve with any organized approach to spelling.
We do something similar - we have students write up their autobiographies in expository fashion and then also have them write their memoirs to their current point in life.
We read short biographies of prominent people, living and dead, to take a look at how people live their lives and spend their lives. Martin Luther King, Brad Pitt (believe it or not - he's quite a philanthropist when he could do nothing but make movies and spend the money he makes from movies)Thomas Edison, Jonas Salk - what drives such people? (Edison was likely bipolar) We discuss the concept of choices and living the 'intentional life'. How do we take life on? Passively? Do we live to serve? Do we work to live or live to work?
Then each student tries to find a personal hero (other than family members) and they present that person to the class as a hero and try to define the qualities of heroism they saw in the person.
Last but not least, each student does s "Real Life Project" which is their projection of how their adult life will really be. Life is not school - what will they do for a living?
Then very last, we ask them to articulate some cause to which they could devote some interest and maybe some time. Which of the dozens of volunteer opportunities would they consider? What thorny issue in the world or in our country would they see themselves as being able to contribute their interest? ( we don't ask them to donate to their causes)
Kids like the class. I'm sure they'll like yours too.
We encourage an 'independent learning project' for 3 weeks in which they can engage pretty much any project they want - one of my students taught himself to play the banjo. > I want to design an ever evolving, year long, expressive > project for a class of 26. I want the foundation fornth > project to be about them, their ideas, gols, emotions, > fears, characteristics, etc through art, words, and so > forth! I have the ability to use an entire classroom solely > for this project and want the walls to be dedicated to this > "I am that" project! I could use some help with more ideas > with this...or kind of centralizing everything. It's for an > 8th grade class.
Looking for a Certified Teacher or Retired Teacher to teach and follow the Abeka academy program with my middle school age son, 7th grade , in my home 4hrs a day 4 days a wk. Florence, AL Please call ASAP 607-267-9961
Another new year is approaching! I am planning on running my math classes a bit differently this year. I would like to do some small group work with the kids, while others work on games or math boxes (we will be using everyday math). Our desks are one piece seat and desk top, so I don't have chairs for my students. I would like to have a space to do small group work using a folding banquet size table in the room, but am not sure what to use for seating. I'm looking for something inexpensive. Any suggestions? My classroom is small, so something that could be under the table would be helpful.
I'm planning for next year..and I have been assigned my sixth grade class from last year. They are great kids...but have difficulty academically and a few behaviorally. It is a small class, but majority are reading/writing below grade level and/or receive special education services.
I only have 40 minutes a day...any suggestions on how I structure my week. I have flexibility...but I want to effectively teach comprehension and writing. Last year I emphasized reading...using small group instruction...I downplayed spelling and grammar. Reading definitely improved...but not by much. And writing...a sure challenge. Any suggestions would be great.
I'm not sure that struggling readers can be good writers - is that possible to be a good writer when you're still struggling to read? Your approach of last year sounds like the one that should be continued - they have to read to write. For writing, I'd focus on sentences and writing acceptable sentences - I agree that focusing on grammar and spelling are not the key in the lock of their door. I let such kids scribe - Dragon Naturally Speaking has a free version if your school has a computer bank. I emphasize personal writing, not research writing.
> > I'm planning for next year..and I have been assigned my > sixth grade class from last year. They are great kids...but > have difficulty academically and a few behaviorally. It is > a small class, but majority are reading/writing below grade > level and/or receive special education services. > > I only have 40 minutes a day...any suggestions on how I > structure my week. I have flexibility...but I want to > effectively teach comprehension and writing. Last year I > emphasized reading...using small group instruction...I > downplayed spelling and grammar. Reading definitely > improved...but not by much. And writing...a sure challenge. > Any suggestions would be great.
Maybe try the book Unjournal...See MoreWhat about something such as the Write Source as a guide to help these struggling kids? Maybe it can provide a basis for developing sentence and paragraph skills. Many poor readers and writers have problems visualizing words and what they are writing about.
Maybe develop some visualizing techniques?
Maybe try the book Unjournaling by DiPrince and Thurston?
Maybe they need work on decoding and spelling? do you have a spelling program in place?
In addition to its character-building mission, our “Quote of the Day” conversations also offer a powerful way to promote literacy. When I speak of literacy, I am referring to the specific skills of reading, writing, speaking, listening, and thinking. [Click below to read how Steve conducts the lessons, and how the activity can be adapted for use at home by parents with their children.]
By employing the strategies described below, reading will become something that students do willingly, even eagerly, and the adults in their lives will not have to resort to trickery, bribery, manipulation, or any other tactic that will, at best, lead to temporary compliance. After all, we’re striving to make reading a joyous lifelong habit.
On 7/31/12, Sara wrote: > > I like to begin the year with a 'Two Word Sentence Contest'. > Write an interesting or even intruiging two word sentence. It > gives me the opportunity to say - again - a sentence has a > subject and pred...See More